Narrative Project Research Articles

Development of a family-level intervention for families with transgender and/or nonbinary youth: Lessons and recommendations.

Family support plays an important role in promoting resilience and health among transgender and/or nonbinary youth (TNBY), but family members often experience barriers to supporting their TNBY, including minority-adjacent stress stemming from exposure to structural stigma and antitransgender legislation. TNBY and their families need effective family-level interventions developed using community-based participatory research (CBPR), which integrates community members (e.g., TNBY, family members, service providers for families with TNBY) into the intervention development process to ensure the resulting intervention is relevant and useful. Informed by findings from the Trans Teen and Family Narratives Project, we used CBPR to develop the Trans Teen and Family Narratives Conversation Toolkit, a family-level intervention designed to educate families about TNBY and facilitate conversations about gender. The toolkit was developed across 1.5 years (June 2019 to January 2021) using four integrated phases: (1) content development: digital storytelling workshop with TNBY; (2) content review: digital storyteller interviews and user focus groups; (3) content development: study team content synthesis and website development; and (4) content review: website review by TNBY, family members, and mental health providers, and intervention refinement. This article outlines the intervention development process, describes strategies employed to navigate challenges encountered along the way, and shares key learnings to inform future CBPR intervention development efforts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Somos Tejas: A Narrative Project to Document the College Experiences of First‐Generation Latinx Students

ABSTRACTThis study reports on a project that collected and documented narrative reflections of first‐generation Latinx students at a large Research 1 public university in the US southwest. The team (2 faculty members and 4 undergraduates) interviewed 23 students (20 undergraduate and 3 graduate) on topics including family, community, sense of belonging in their institution and major experiences as first‐generation students, future goals, and advice and recommendations for others. Their responses were analyzed with a modified version of Garriott's (2020) Critical Cultural Wealth Model, with the help of the software MAXQDA. The first important takeaway is that undergraduate and graduate students had different perceptions, with the latter respondents expressing more critical views. The second finding was that several institutional resources were highly effective in achieving students’ integration, including culturally congruent organizations and traditions. That said, participants also experienced academic dissonance navigating the financial and academic complexities of college life, which led to feelings of isolation, marginalization, and tokenization. The final takeaway is that students turned to support from their families and communities to overcome challenges, which suggests that measures to integrate family and school will benefit these students.

A Longitudinal Investigation of Trans and Nonbinary Youth Identity: Individual Processes and Family Agreement in the Trans Teen and Family Narratives Project

Few studies have focused on transgender and nonbinary youths’ (TNBY) gender development and even less well understood is how family members understand TNBY identity. The current study investigated: (a) how TNBY describe their gender identity over time, and (b) how family members understand TNBY gender identity over time. The baseline sample included 96 members of 33 families (33 TNBY, 48 cisgender caregivers, 15 siblings) from the United States; 30 families continued after Wave 1. Results indicated that 23 (77.7%) youth’s gender identity labels remained the same throughout all five waves, with seven (23.3%) youth shifting their description more than once—all youth continuing after Wave 1 who reported shifts, shifted from one TNB identity to another TNB identity. Family agreement varied across waves amongst family members regarding gender identity, gender expression, and pronoun use. Agreement and partial agreement were primarily in the High and Moderate categories across domains, with the pronouns domain demonstrating the highest level of agreement across pairings. Disagreement amongst pairings was usually not present or coded as Low, indicating greater shared understanding for families across waves and domains. Results suggest a nuanced developmental process for TNBY and their families regarding understanding of gender identity, gender expression, and pronoun use.

Tracing young people's engagements with the diplomacy and geopolitics of a British Overseas Territory

AbstractResearch from political geographers has increasingly identified the diverse actors, practices, and performances of diplomacy, challenging narrow conceptions that had tended to associate them with the state alone. The following paper engages this plurality directly through, on the one hand, its focus on young people as diplomatic actors and, on the other, the diplomacy of a British Overseas Territory (OT)—the Falkland Islands—a polity characterised by its liminal subjectivity between colonial dependency and independent statehood. In 2022, to mark the 40th anniversary of the Falklands War, we partnered with the Falkland Islands Government Office (FIGO) in London, to design, deliver and evaluate a national schools' competition. The Falklands Forty Schools Competition (FFSC) culminated in an eight‐day trip to the Islands for seven prize winners. The paper reflects on our role in co‐organising the competition and the opportunities it afforded to observe young people probe and critically question the official narratives presented to them by government representatives. This offered us the opportunity to explore how geopolitical and diplomatic narratives can be projected, negotiated and challenged by young people in the context of a highly curated trip with narrative projection at its heart. We show how young people through their participation in the competition and, more specifically, a trip to the Falkland Islands, were able to identify slippages and inconsistencies in these ‘stable’ narratives related to governance of the Islands. The young people, far from being passive diplomatic ‘delegates’ unquestioningly imbibing the information presented to them were, instead, highly aware of narrative tipping‐points, tensions and slippages in their engagements with government representatives and diplomats.

“That Fight Still Goes On”: Narratives of Integration and Activism

Discussions of Black history and school desegregation in many K-12 schools have been narrowed to a few heroic figures and moments. Historic representations are currently challenged by a nationwide movement to uphold White supremacy and deny the violent history of racism in the US. The revisionist claims are challenged in this qualitative narrative research project that presents stories gathered from 10 Black educators in Augusta, Georgia, who recount their stories of desegregating schools and institutions as students or educators. This oral history narrative project imagines these stories as the basis for engaging K-12 teachers and students in creating new curricula.

Caring for trans community

This audio practice note and the collective document it describes are part of “narrative projects in support of trans lives”, and are the first to be published in this collection of work. Not to fix anything, but just to offer a millimetre of relief or breath or humour or companionship”: A collective document about caring for trans community brings together many stories of care within and with trans community. Our hope is that this document will help connect readers to a sense of community and collective action, and will invite readers, regardless of gender identity, to join us in taking actions of care within a social context that is increasingly hostile to trans lives. These stories, reflection questions, and invitations describe and welcome a wide range of care, including small, personal, and beautifully imperfect actions taken by and alongside trans community.

On the possibilities of digital storytelling and reflective reports in the formation of FL teachers’ narrative competence

Relevance. The article describes an action research study on the use of digital storytelling and narrative reflective reports as tools for developing future foreign language teachers’ narrative competence. Purpose. The central purpose was to experiment ways of formation foreign language teachers’ narrative competence in context-based teaching. Methodology. The study involved 68 students of pedagogical faculty of foreign languages. Participants were divided into two groups: 34 third year students who have been involved in narrative project and 34 freshmen of master’s. Throughout their pedagogical practice, the third-year students practiced the course of digital storytelling and writing reflective reports. DS focuses on the students’ own personal experiences in the process of multimedia project creation and implies shaping of the story as well as sharing it with others. Through systematic reflection and analysis, students can develop reflexive and critical awareness, which can also provide the benefit of a documentation of their own professional development. In terms of developing reflective reports, authors revealed that future foreign language teachers are encouraged to examine their story-making processes productively, to create and re-create fresh accounts from different perspectives. Results and Conclusions. The results provide evidence indicating that students’ personal narratives guide classroom activities through the continuum of educational process. Creating narratives, students are cognitively involved, they pay attention to the crucial moments and results, analyzing and looking at themselves critically, developing narrative competence. The implications of these findings in relation to the foreign language teachers are also presented.

Experiences of cisgender youth with a transgender and/or nonbinary sibling.

While recent research has begun to address the effects of family support on transgender and/or nonbinary youth (TNY), almost no studies have directly examined how cisgender siblings in families with TNY navigate their sibling's gender disclosure and affirmation within both their families and their larger communities. We conducted an exploratory secondary analysis of in-person, semi-structured interviews with 15 adolescent and young adult siblings (age 13-24 years) of TNY from the northeastern United States from the baseline wave of the community-based, longitudinal, mixed methods Trans Teen and Family Narratives Project. Interview transcripts were analyzed using immersion/crystallization and template organizing approaches. Analyses yielded three main themes: gender-related beliefs and knowledge, peri- and post-disclosure family dynamics, and assessing responses to their sibling. Subthemes included anticipation of their sibling's TN identity, expectations post-disclosure, participants' level of involvement in gender-related family processes, perceptions of changes in family relationships, concern for their sibling (including a high degree of attunement to gender-affirming name and pronoun usage), and concern for themselves. Findings from this study suggest the need to engage directly with siblings of TNY to further elucidate their intrapersonal, intra-familial, and extra-familial experiences related to having a TN sibling and determine their unique support needs. Implications for families, clinicians, and communities are discussed.

Cultural Hegemony, Liberal Conscience, and Understanding Post - 9/11 American Fiction on Arab Woman

This article analyses the impact of Post-9/11 political and cultural agendas on writers’ attitudes toward Arab woman as a milestone in contemporary scholarship on neo-orientalism. Inspired by the Discourse Theoretical Approach to hegemony and imperialism, this manuscript offers a significant conceptual contribution to studies on the life of Arab women in post-9/11 narratives, City of Veils (2010), as racist, imperial and xenophobic discourse structured around exclusionary visions of the other. With these thoughts in mind, this study focuses on conceptualising the life of Arab woman by Ferraris who has lived in Arabia as a wife of Saudi citizen, as a representative of the climactic epoch in post-9/11 American fiction. It intervenes in debates about the political and cultural value of narratives by showing how post-9/11 narrative project engages specifically with geo-politics and hegemonic agendas. This conceptualisation helps understand how ideologies such as Islamophobia, racism, and populism in post-9/11 narratives all contribute to hegemonic discourse, how hegemonic discourse can be clearly attached with imperialism, and how neo-orientalist authorship can be articulated by writers beyond the neo-orientalist agendas.

The science of citizen science: a systematic literature review on educational and scientific outcomes

Citizen Science is an ever-growing field of public engagement with science, and recent years have seen an increasing number of studies examining its potential. This study reviews this research to determine the educational and scientific outcomes of Citizen Science. A literature search produced 1,240 articles that were subsequently coded according to their main focus. Articles fell into one of three main categories: (a) empirical scientific articles, (b) narrative project descriptions, and (c) theoretical and technical conceptualizations. Hundred and forty-eight studies investigated educational outcomes of participation in Citizen Science such as effects on interest in science or motivation. These studies were examined further to assess the achievement of educational outcomes of Citizen Science. In terms of changing epistemological beliefs, for example, Citizen Science seems to have little effect. Overall, there is currently a lack of empirical studies to assess the educational outcomes comprehensively. In contrast, many empirical scientific articles answered research questions in different scientific disciplines based on Citizen Science data and many studies confirmed a high level of Citizen Science data quality providing information on the scientific outcomes. Implications for future research on Citizen Science are discussed.

The Concept of Cossack Fantasy in Literary Studies Discourse

The article is devoted to a general overview of the concept of fantasy and its typology, as well as to the results of research into the position of Cossack fantasy in the literary discourse. During the work on the article, materials devoted to the following main areas were used: fantasy in academic discourse; types of fantasy classifications; essential elements of a fantasy narrative; examples of Cossack fantasy in scientific research. The article uses a comparative research method. The author of the scientific study introduces the most common definitions of fantasy and the main types of classification of this type of literature. To confirm the originality of fantasy, as well as other vectors of intellectual activity that build their complex structure around the Cossack heritage, we proposed the concept of "Cossackopeia" to describe this complex and sometimes fragmentary phenomenon. In the article, we paid more attention to the artistic and literary vector of Cossackopeia. Based on the ideas of John Clute about taproot texts, Brian Atterbery about the "fuzzy set" of fantasy texts, Fara Mendelsohn and her thoughts about how the fantastic element penetrates the narrative, as well as Robert Boyer and Kenneth Zagorsky and their spatiotemporal system of events, we formed a definition of "Cossack fantasy". This allows us to say that the Cossack fantasy, using the Western European canon, has every opportunity to expand it to create original pseudo-historical worlds and even form a narrative projection of space-time far from Earth. Cossack fantasy is unjustifiably in the shadow of scientific research; therefore, it deserves a detailed analysis of its genre and typological features. In the future, the article's author sees the development of the metaconcept of Cossackopoeia and the establishment of the Cossack fantasy in this artistic phenomenon.

"When my Brother Fell, I Picked Up His Weapons": Collective Remembrance as Community Mobilization among Black Gay, Bisexual, and Queer Men.

The Counter Narrative Project (CNP) was founded to shift narratives and shatter stereotypes about Black gay, bisexual, and queer men to advance social justice. This paper describes three programs CNP implemented that were organized around collective memory as a strategy to respond to collective trauma experienced by this community.

La metaficción en Twitter: Los mil trinos y un trino de Héctor Abad

"The purpose of this article is to analyze the metafictional aspects of Colombian author Hector Abad’s project to write a novel on twitter: Los mil trinos y un trino (2010a). The study of the metafiction consisted on identifying and explaining the literary tropes that made it possible for the author to generate a self-referential type of fiction. The elements examined included intertextuality, author and narrator categories, metalepsis and the construction processes of a novel explained by the narrative project itself. The results of the analysis were that the use of metafiction was not only limited to the different diegetic planes, but in terms of co-references, it also alluded to the external world: the users who interact with their accounts, the digital platform and, in general, the virtual environment that became part of this mode of writing.Keywords: author; hypertext; metalepsis; narrator; novel; twitterature"

Hayden White and the Problem of Historical Referentiality in Markan Narrative

In his Story as History – History as Story, Byrskog applied the powerful explanatory model of oral history to the formation of the tradition and to the narrative projects of the evangelists. The model needs to be taken further to confront the view among Gospel narrative critics that narrative formation in the Gospel of Mark is such as to render its materials opaque to historical enquiry. Narrative criticism works with a schematic binary between Mark's raw historical source materials on the one hand and his meaning-bestowing imposition of a narrative emplotment upon them on the other. This has strong affinities to Hayden White's model for narrative history-writing. White regards narrative emplotment as the historian's imposition upon past events that taken in themselves constitute nothing more than an "ephemeral flow of events", awaiting the historian's impress of narrativity. Moral meaning is an ideological imposition upon a sequence of events by virtue of the narrative historian's emplotment of that sequence into a story. Powerful critiques of White by Paul Ricœur and Holocaust historians have called into question schematic distinctions between historical reality and its narrative representations. Not only are narrative representations grounded in memory; they are distinguished by a referential intention towards a real past.

Le récit historique dans "Les années" d'Annie Ernaux et "Dispersés" d'Inaam Kachachi

Writing history is not a monopoly to the historian ، History is a source of Inspiration for many writers provided that, it maintains credibility of the historical material and is careful to convey it .In this research, we have based on important point of how to merge the history narrative with Biography. The importance of this research comes as it highlights on some several issues: First, the difference between the novelist and chronicler of history narrative, the two writers used history in their literary work and what distinguishes them from the historian, which conveys history in all its precise details in a neutral and objective manner is a mixture of personal feelings and narration of contemporary historical events. The second issue the motivations of writing a novel sourced from history. This issue deals with the project of history narrative and the goals that make both writers (Annie Arnaud and Anaam kaghi) discuss in order to complete the project, overcoming all obstacles and difficulties encountered while writing. Each writer had her own style in gathering historical information, which leads to produce a literary work worthy of reading to be a narrative project full of historical events affecting of both. The last issue focuses on the role of collective biography in the transfer of historical events and social problems in a certain period of time. The biography is not lacking in the novels of "Tasharri" and "the years" of collective autobiography through which the two writers discusse some of the problems of the Iraqi and French society at that time.

Vision and Voice: Revelatory Experience in the Formation of Christian Identity by Mark D. Batluck

Reviewed by: Vision and Voice: Revelatory Experience in the Formation of Christian Identity by Mark D. Batluck Olegs Andrejevs mark d. batluck, Vision and Voice: Revelatory Experience in the Formation of Christian Identity (Sheffield: Sheffield Phoenix, 2021). Pp. x + 176. £60/$85. In this insightful monograph, Mark Batluck analyzes the narrative role of the accounts of revelatory experiences in the four canonical Gospels. His objective is to encourage "readers to enter into the experience of early believers" (p. 143). In B.'s view, revelatory events in the Gospels "portray a dialectical process or exchange" whereby Jesus's followers "are prompted to reconcile or 'negotiate' their experience of Jesus with their tradition" (p. 2). The book is divided into eight chapters. In the Introduction, B. discusses the key terms and his methodology. Revelatory events are defined as "Gospel experiences that a character deems 'special' as a communication from heaven" (p. 3). The author explains his intention to analyze each of the Gospels separately. The reader may also wish to consult here the Conclusion, where B. notes that his work "is strictly a narrative project" and that he is not "drawing historical conclusions" (p. 141). Back in the Introduction, n. 21 (p. 7) states that the author assumes the priority of Mark but does not differentiate further between the Synoptic theories based on Marcan priority. The limiting of the discussion to narrative criticism enables the investigation to proceed in the canonical order. In the second chapter, B. provides a Forschungsbericht of religious experience in NT research from 1888 to the present. He identifies three streams of research: (1) phenomenological approaches; (2) religious experience as an effect of the Holy Spirit; and (3) religious experience as a historical factor in the formation of the earliest Christian communities. Each of these approaches receives its own subsection. B. concludes by highlighting how these streams of research converge in his book, specifically in the application of social memory theory (p. 22). Chapters 3–6 are each dedicated to one of the canonical Gospels. The frequently overlapping revelatory accounts help structure the analysis. The chapters mostly focus on the same events: infancy stories (Matthew and Luke); baptism and temptation (Matthew, [End Page 350] Mark, Luke); transfiguration (Matthew, Mark, Luke); crucifixion and resurrection (Matthew, Mark, Luke). The chapter on John's Gospel then discusses the Baptist's report of the Spirit's descent (John 1:32–34); the voice from heaven that confuses witnesses (John 12:27–40); and the Spirit of peace commissioning the disciples at the resurrection (John 20:1–21:25). Each of these events forms a subsection in its chapter. Each chapter receives its own separate conclusion. Because of the focus on the aforementioned Gospel accounts, this book will be of interest to anyone doing research on these pericopes. B. does not hesitate to state his opinion on a number of perennial topics and to engage the existing views. One may especially mention here the engagement with L. A. Huizenga's hypothesis of an Isaac typology in Matthew (The New Isaac: Tradition and Intertextuality in the Gospel of Matthew [NovTSup 131; Leiden: Brill, 2012]) (pp. 40–45) and the discussion of the various elements of the Marcan crucifixion scene (pp. 74–80). In chap. 7, B. seeks to synthesize the separate Gospel accounts, summarizing the divergence and convergence among the four Gospels. He highlights nine ways in which he finds the Synoptic Gospels and John converging in their depiction of revelatory events (pp. 133–36). Finally, in chap. 8 (Conclusion), B. offers several sets of implications of his work: (1) for research on social identity and worship in early Christianity; (2) for research on orality and textuality; (3) for narrative interpretations of devotion to Jesus in the Gospels; and (4) for the relationship between early Christian revelatory experience and the crucifixion and resurrection. I list here some of the notable implications. According to B., the revelatory experiences analyzed here in written form "become paradigmatic for the way first century Christian readers understand Jesus" (p. 138). "From a literary-critical standpoint," the Gospels "do not appear to be unfinished 'notes'" (p. 140, in disagreement with Matthew Larsen—especially with regard to Mark's Gospel). "[T...

How to recognise the inevitable: Latvian media narratives on climate change

Political elites over the world face considerable challenges in getting societies into climate change mitigation and adaptation activities. The process is even more complicated by complex media ecologies, into which official strategic narratives are modified and contested. This study explores the media narratives on climate change and their alignment with the official political narrative in a country located on the European Union's eastern border – Latvia, analysing the representation of climate change by the four most popular digital Latvian news platforms in Latvian and Russian languages. Observing that recognition and international cooperation narratives dominate, this study concludes that media only partially project the official political narrative, which focuses on opportunities from climate change. By considering multiple perspectives of scientists, politicians, society and businesses, the media provide an arena of contestation. At the same time, the media narratives lack a domesticated alternative on climate change that is fundamental for an action-encouraging discursive environment. As a result, the image of climate change as a geographically distant, internationally addressed, negotiated and contested phenomenon persists, yet the role of Latvian actors remains unspecified. Illuminating the climate change strategic narrative projection in Latvia, this study complements the research on climate change media coverage in Central and Eastern Europe and provides insights into the communication challenges the region faces.

ВИКОРИСТАННЯ ОСВІТНЬО-ТЕРАПЕВТИЧНОГО ПОТЕНЦІАЛУ ЦИФРОВИХ НАРАТИВІВ У ПРАКТИЧНІЙ ДІЯЛЬНОСТІ СОЦІАЛЬНОГО ПЕДАГОГА

Background. As a result of the full-scale war in Ukraine, the issue of providing effective practical help to families by representatives of psychological and pedagogical services in the education system has become acute. Methods. Сontent analysis of the work of domestic and foreign researchers, analysis, synthesis, method of scientific transfer of theory into practice, ethnography. Results. The leading idea is focused on the therapeutic effect of digital narratives on the individual and the practical implementation of digital narrative projects in the work of social pedagogues. The potential of digital narratives as a method of research and training in the aspect of actualizing the need to preserve a person's mental health, creating and spreading therapeutic care programs focused on his emotional and physical recovery is characterized. Сonclusions. The digital narrative projects presented in the article can be used in the process of providing psychological and socio-pedagogical support to the families of servicemen returning from the war.

Body Epistemes

This research concerns the relationships among space, story, and body in nonfictional Virtual Reality (VR) projects with the user as a first-person protagonist. What was once called immersive journalism (i.e., attempting to offer users physical experiences of factual journalism) has become increasingly film-oriented over the last five years with the further development of head-mounted displays for the consumer market. As such, projects often tell stories that relate to reality and allow protagonists to enter realistic narratives. Mel Slater has investigated VR projects since 2005, analyzing factors such as place illusion (PI) and plausibility illusion (Psi). In later writings, Slater expanded his research to include the body-oriented sense of embodiment (SoE) (Slater 2009; Slater et al. 2010; De La Pena et al. 2010; Kilteni et al. 2012). Since nonfictional VR mostly tells a story in the direction of the users, incorporating them into the story design, the effects of narration also should be considered. Domenic Arsénault (2005) noted three levels of narrative immersion in VR when dealing with narrative projects. Considering this, it is possible to develop a four-level matrix including place, plausibility, body perception, and narration. Starting in 2020, a Graduate student research project at the University of Leipzig was set up using this matrix to analyse four current examples for a small, non-representative study of twenty-four participants. Our findings demonstrate that space and story in first-person VR experiences are very important, while the installation of plausibility and coherence is less significant. The connecting factor of these two levels is one's own body. Users read, experience, and understand projects with their senses, perceptions, and cognition, making a discussion of an episteme of the body possible. Thus, stories from real life are not conveyed indirectly but experienced directly and personally.

Time Does Matter: Reduced Internal Medicine Clerkship Clinical Experiences Due to COVID-19.

Introduction The coronavirus disease 2019 (COVID-19) pandemic has affected medical education in many ways.The Association of American Medical Colleges (AAMC) temporarily suspended clinical student rotations, calling for a transition to remote learning. Unfortunately, due to the heavy impact of COVID-19 in our South Florida community, medical students were not able to return to in-person activities for a significant time.During this period,students hadremote clerkship learning activities, didactic sessions, narrative projects, and small-group learning sessions, which were front-loaded using Zoom technology (Zoom Video Communications, Inc.,San Jose, California, United States) and web-based learning tools. Once in-person clinical experiences resumed, the duration of all third-year clerkships for the remainder of the year wasreduced to five weeks to allow for timely graduation.The Herbert Wertheim College of Medicine (HWCOM) Internal Medicine (IM) clerkshiphas traditionally beenan eight-week-long rotation.Other clerkships that varied from six to eight weeks were similarly reduced to five weeks.We hypothesized that the shortened duration of the IM clerkship would have negative impacts on National Board of Medical Examiners (NBME) exam performance and clerkship clinical experiences would likely be affected. Methods We compared the NBME subject exam results and end of clerkship evaluations from the Class of 2021 (CO2021) which had the traditional eight weeks of patient care, with the CO2022, which had only five weeks of in-person patient care.A T-test analysis was performed comparing performance on the NBME medicine clinical subject exam between students who completed the usual eight-week rotation versus those who completed a five-week rotation.We also evaluated the IM clerkship course evaluation and analyzed student responses and ratings to assess any areas that were statistically significant when comparing the traditional eight-week IM clerkship to the shortened five-week clerkship. Results There was no statistically significant difference (t=0.68,p<0.4951) in mean NBME subject exam performance between cohorts. Students who completed the shortened five-week IM clerkship indicated there waslimited volume and diversity of patients, which consequently affected their ability to complete all the required clinical experiences for the IM clerkship.These results indicated a statistically significant difference between the two cohorts (t =3.33, p<.001). Conclusion Students with shortened IM clerkship clinical care time (five weeks) were found to have no significant statistical differences in NBME subject exam performance compared to the traditional eight-week cohorts. However, students felt there was a decreased volume and diversity of patients, and they reported greater difficulties in completing the required clinical experiences, with diminished clinical confidence. Time does matter, and clinical time is very valuable for a student's undergraduate medical education.If another pandemic were to arise, the durationof differentclerkships should be carefully assessed and individualized, and methods to assess and reclaim lost clinical time during the advanced clinical and postgraduate years should be considered.